Centre for Academic Practice
Permanent URI for this collectionhttps://eresearch.qmu.ac.uk/handle/20.500.12289/29
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Item Evidencing the value of educational development: Charting a course on the waves and winds of change(Michigan Publishing, 2023-12-18) Groen, Jovan; Hoessler, Carolyn; Ives, Carolyn; Bamber, VeronicaAcross higher education, educational developers and theirsupporting campus communities are being called upon to scale up evidence-informedpractices, to enhance student experiences, and to document the changes. Thisarticle builds on the work of scholars who have taken up this evaluativechallenge, by examining varied aspects of the evidencing process using anadaptation of Saunders’s (2000) RUFDATA framework for evidencing value.Reflections on emerging patterns and tensions in the evidencing of educationaldevelopment are subsequently discussed. We argue for making evidencing value apurposeful and intentional process, and we chart a path forward for creatingand implementing a vision for the age of evidence.Item From student representation to student partnership(Wonkhe Ltd., 2023-04-18) Bamber, VeronicaRoni Bamber reflects on a 20 year journey through quality enhancement in Scotland.Item Our days are numbered – how metrics are changing academic development(Wonkhe Ltd., 2020-12-18) Bamber, VeronicaItem Our days are numbered: Metrics, managerialism, and academic development(SEDA, 2020) Bamber, VeronicaItem Framing development: concepts, factors and challenges in CPD Frameworks for academics.(2009) Bamber, VeronicaThe National Pay Framework in UK universities has brought not only new pay arrangements, but the expectation that reward, recognition and appraisal systems will also be 'modernised', and that frameworks for staff development will connect in with these. This paper considers whether generic continuing professional development (CPD) frameworks are appropriate for academic activities, and contributes to the debate on reward and recognition for teaching. Finally, the paper offers recommendations on what CPD frameworks might look like in university cultures in which academics still expect autonomy and discretion over their own deveItem Learning and Teaching in the Disciplines: Challenging Knowledge, Ubiquitous Change(Routledge, 2012-01) Bamber, Veronica; Bamber, Veronica; Saunders, Murray; Trowler, PaulThe 'tribes and territories' metaphor for the cultures of academic disciplines and their roots in different knowledge characteristics has been used by those interested in university life and work since the early 1990s. This book draws together research, data and theory to show how higher education has gone through major change since then and how social theory has evolved in parallel. Together these changes mean there is a need to re-theorise academic life in a way which reflects changed contexts in universities in the twenty-first century, and so a need for new metaphors.Item Learning and Teaching, Disciplines and Social Practice Theory(Routledge, 2012-01) Bamber, Veronica; Bamber, Veronica; Saunders, Murray; Trowler, PaulItem Academic practices and the disciplines in the 21st century(Routledge, 2012-01) Trowler, Paul; Saunders, Murray; Bamber, Veronica; Bamber, Veronica; Saunders, Murray; Trowler, PaulItem Challenging Students: Enabling Inclusive Learning(Routledge, 2015-07) Bamber, Veronica; Jones, AnnaItem Carrots but no Sticks: Resource-led Enhancement(Society for Research into Higher Education and Open University Press, 2009-03) Mason, C.; Laidlaw, A.; Humphris, G.; Bamber, Veronica; Bamber, Veronica; Knight, Peter; Saunders, Murray; Trowler, Paul
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